Last week, a recent report by The Daily Star revealed that 24 professors at a public university are in debt to the institution for violating study leave regulations, owing more than Tk 3 crore collectively. This issue is not uncommon, with educators taking study leave to pursue studies abroad, extending their leave under the pretext of needing more time to complete their academic pursuits while continuing to receive their salaries back home. Subsequently, these teachers often become unresponsive to communication from the university, leading to routine notices urging them to return. Some opt for early retirement, while those without permanent positions or financial security may simply choose to start a new life overseas.
The problem of academics failing to return should not be solely viewed as a matter of personal ethics, but rather as a reflection of the lack of institutional incentives that would encourage Bangladeshi scholars to remain in the country. Oversimplifying the issue as a loyalty crisis could result in misguided solutions, overlooking the complexities of the situation.
Teachers do not abandon their posts due to a disdain for teaching at their home institutions. Rather, when pursuing further studies in well-equipped academic environments abroad, they often discover a more conducive atmosphere free from internal politics. These overseas institutions offer state-of-the-art facilities, access to cutting-edge technologies, well-stocked libraries, stringent work ethics, performance-based promotions, and support staff for research and teaching activities. These factors naturally attract academics seeking professional advancement.
The decision of educators to stay abroad is influenced by both the allure of career progression and the shortcomings of their home institutions. Returning to departments lacking infrastructure or where political affiliations outweigh academic merit becomes a disincentive. The situation is exacerbated by cases such as the recruitment of numerous lecturers for a single position at a prominent engineering university, only to see them leave for advanced studies and never return.
While public universities have a right to expect accountability from scholars benefiting from study leave and other institutional support, accountability should also extend to providing an environment conducive to nurturing faculty potential. Many returning academics face frustration due to inadequate facilities and a politicized environment that hampers their professional growth.
The issue of outstanding debts owed by teachers highlights a broader concern beyond financial matters. With universities already grappling with faculty shortages, unresolved accounts of teachers on extended leave further impede the recruitment of replacements. This lingering situation not only affects teachers who never return but also those who wish to come back but find themselves caught between ambition and administrative obstacles.
To address the brain drain issue and leverage the potential of returning scholars, a shift towards a brain circulation strategy is warranted. This approach should focus on reintegrating academics who have left, fostering collaborations, and providing incentives for their return. Rather than punitive measures, universities should explore incentive-based contracts, offering support such as research grants, startup funds, promotion prospects, and reduced teaching loads to entice educators back.
Public universities need to streamline processes for returning scholars, creating opportunities for fast-tracked promotions and research funding. Greater autonomy and reduced bureaucratic hurdles can facilitate a smoother transition for academics rejoining the workforce. Moreover, increased budget allocations for education could enhance facilities and research capabilities, bolstering the appeal for returning scholars.
Instead of fixating on financial penalties, establishing mechanisms for ongoing engagement with overseas faculty through joint projects, publications, and visiting appointments can help maintain connections and foster collaboration. By reframing the narrative from loss to gain, universities can work towards creating an environment that retains and nurtures academic talent, turning today’s brain drain into tomorrow’s brain circulation.
